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International Baccalaureate Middle Years Programme
Language B Advanced
assessment criteria for grades 8-10 Advanced students
Criterion A: oral communication—message and interaction
Maximum 8
|
Achievement level |
Descriptor |
|
0 |
The student does not reach a standard described by
any of the descriptors given below. |
|
1–2 |
The student communicates information at a
superficial level; ideas may be
irrelevant and/or frequently
repetitive; ideas and opinions have
little or no relevant support.
The student shows little or no
understanding of the topic through their
responses and reactions.
The student needs prompting to
engage in conversation.
There are lapses in coherence of
ideas and these interfere with the
flow of the message and interaction. |
|
3–4 |
The student communicates basic information
easily but has difficulty
with more-complex information;
ideas are not always relevant;
ideas and opinions are insufficiently
supported.
The student shows some
understanding of the topic through their
responses and reactions, though some of the
discussion remains superficial.
The student engages in
conversation, but needs prompting at times.
There are some lapses in
coherence of ideas but these do not
interfere with the flow of the message and
interaction. |
|
5–6 |
The student communicates most information
with ease, though there may be some
difficulty with more-complex information;
ideas and opinions are relevant and
generally supported.
The student shows a good understanding
of the topic through their responses and reactions.
The student actively engages in
conversation.
The message and interaction generally
flow coherently. |
|
7–8 |
The student communicates basic and complex
information with ease; ideas and opinions
are relevant, focused and supported by
examples and illustrations.
The student shows a complete and
sophisticated understanding of the topic
through their responses and reactions.
The student is actively engaged
and contributes much to the
conversation.
The student’s coherent structuring
of ideas enables the flow
of the message and interaction. |
Criterion B: oral communication—style and language use
Maximum 8
|
Achievement level |
Descriptor |
|
0 |
The student does not reach a standard described by
any of the descriptors given below. |
|
1–2 |
The student uses inaccurate intonation
and/or frequently hesitates, which
interferes with comprehensibility.
The student shows little variety
in vocabulary and idiom; grammar is often
inaccurate or inappropriate.
There is little sense of
register or style. |
|
3–4 |
The student makes some errors in
intonation and/or shows some lapses
in fluency, which sometimes interferes
with comprehensibility.
The student’s vocabulary is varied though
sometimes inappropriate for the context;
some errors occur in basic
and complex grammar.
Register and style are apparent
but are inconsistent and/or
inappropriate. |
|
5–6 |
The student makes some errors in
intonation and/or shows some lapses
in fluency, but this does not interfere
with communication.
The student’s vocabulary is varied and
generally correct, with some
idiomatic expressions; basic
grammar is accurate,
though some errors occur with
complex grammar.
Register and style are generally
appropriate to the task. |
|
7–8 |
The student’s intonation and fluency
contribute effectively to communication.
The student’s vocabulary is varied,
appropriate and idiomatic. The student uses
basic and complex grammar with a
good degree of accuracy.
Register and style are effective and
appropriate to the task. |
Criterion C: writing—message and organization
Maximum 8
|
Achievement level |
Descriptor |
|
0 |
The student does not reach a standard described by
any of the descriptors given below. |
|
1–2 |
The student communicates information at a
superficial level; ideas may be
irrelevant and/or frequently
repetitive; opinions have little or
no relevant support.
The student shows little depth
in understanding of the topic.
There are lapses in structure
and these interfere with the
development of ideas. |
|
3–4 |
The student communicates basic information
easily but has difficulty with
more-complex information; ideas are
not always relevant and/or opinions are
insufficiently supported.
The student shows some depth in
understanding of the topic, though some of the
message remains superficial.
The structure is mostly appropriate:
there are some lapses but these
do not interfere with the
development of ideas. |
|
5–6 |
The student communicates most information
with ease, though there may be some
difficulty with complex information; ideas
and opinions are relevant and generally
supported.
The student shows satisfactory depth
in understanding of the topic.
There is an appropriate
structure and the student makes good use of
cohesive devices. |
|
7–8 |
The student communicates complex information;
ideas and opinions are relevant, focused and
supported by examples and illustrations
where appropriate.
The student shows a sophisticated,
in-depth understanding of the topic.
The structure is clear and effective
and adds to the message being
conveyed; cohesive devices
enhance the development of ideas. |
Criterion D: writing—style and language use
Maximum 8
|
Achievement level |
Descriptor |
|
0 |
The student does not reach a standard described by
any of the descriptors given below. |
|
1–2 |
The student shows little variety in
vocabulary and idiom; grammar is often
inaccurate or inappropriate, though this
does not affect comprehensibility.
There are some errors in
spelling/writing that occasionally interfere
with communication.
There is an attempt at
addressing audience. However,
register and/or style
are often inconsistent and/or
inappropriate. |
|
3–4 |
The student’s choice of vocabulary is varied
though sometimes inappropriate for the
context; some errors occur in
basic and complex grammar, though these
do not affect comprehensibility.
There are occasional errors in
spelling/writing, but these do not interfere
with communication.
There is a good attempt at
addressing audience. However,
register and/or style
are sometimes inconsistent and/or
inappropriate. |
|
5–6 |
The student’s choice of vocabulary is varied
and appropriate with some idiomatic
expressions. Basic grammar is
accurate; although some errors
occur in complex grammar,
these do not affect comprehensibility.
Spelling/writing contributes to the
quality of the work.
There is a clear sense
of audience; register and style
are appropriate to the task. |
|
7–8 |
The student’s choice of vocabulary is
varied, sophisticated and idiomatic. The
student uses complex grammar that adds to
the style of the text; he/she shows the
ability to manipulate the language.
Spelling/writing contributes to the
quality of the work.
There is a clear sense
of audience; register and style
are effective. The student may be
creative with the language, or show
humour or irony when appropriate to
the task. |
Criterion E: text interpretation
Maximum 16 (8 x 2)
|
Achievement level |
Descriptor |
|
0 |
The student does not reach a standard described by
any of the descriptors given below. |
|
1–2 |
The student shows understanding of basic
information stated in texts with
familiar and unfamiliar language. The
student identifies main ideas but
has some difficulty in
understanding supporting details.
The student makes simple inferences
that are rarely supported.
The student shows a superficial
understanding of the text(s) overall. |
|
3–4 |
The student shows understanding of stated
and implied information, main ideas
and some supporting details in texts with
familiar and unfamiliar language
and/or complex ideas.
The student makes inferences
that are insufficiently supported
and shows difficulty in identifying
aspects of style.
The student shows general understanding
of the text(s). |
|
5–6 |
The student shows understanding of stated
and implied information, main ideas
and supporting details in
texts with familiar and unfamiliar language
and/or complex ideas.
The student makes inferences
that are supported with
details from the text and can
identify some aspects of style.
The student shows a good understanding of
most of the text(s). |
|
7–8 |
The student shows understanding of stated
and implied information, main ideas
and supporting details in texts with
familiar and unfamiliar
language, and/or complex ideas
and subtleties.
The student makes inferences that are
convincingly supported with details
from the text and can interpret
aspects of style.
The student shows a perceptive
understanding of the text(s) overall. |
Curriculum Links:
MYP
Course Index
MYP Information
MYP Grade
Descriptors*
DP
Information
DP Grade
Descriptors*
IBO website
For more
information, please contact the MYP Coordinator, DP
Coordinator, or the MS/HS Principal.
*Due to copyright
restrictions, IB descriptors are located in our password
protected OIS Community site. The password is advertised via
the Educator - please contact the MS/HS principal if you
have lost it.
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